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Farrington, C. A., Roderick, M., Allensworth, E., Ngaoka, J., Keyes, T. S., Johnson, D., & Beechum, N. O. (2012). Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance. Chicago, IL: Consortium on Chicago School Research, University of Chicago.

has been cited by the following article:

• TITLE: The Contribution of Family Factors to Dropping Out of School in Greece

  AUTHORS: Olympia Tsolou, Thomas Babalis

  KEYWORDS: School, Dropping Out, Factors, Family

  JOURNAL NAME: Creative Education, Vol.11 No.8, August 26, 2020

  ABSTRACT: The current study was aimed at addressing the problem of dropping out of school in Greece and at finding out the specific social-family factors that have a significant impact on Greek students’ decision to leave school early. Furthermore, the particular students’ characteristics that potentially put them at risk and lead to their dropping out of school were drawn up through the present study. To that end, quantitative research through the use of a student questionnaire was carried out among one thousand five hundred twenty-eight (1528) students (799 boys and 729 girls) in various schools in Greece.The research results showed the presence of certain family factors that contributed towards Secondary School dropping out, the major ones being parental professional encouragement, parental school help, parental support in low school performance, parental encouragement for optimal effort, parental knowledge of children’s social life and the frequency of parents’ visits to school and their corresponding informing by teachers.